Children in typical classrooms who were offered material incentives learned significantly more spelling words than did children not offered material rewards. The substantial effects of the material incentives continued throughout the 4-week period. (BJG)

Results suggest coeducation may be inimical to both academic achievement and social adjustment. (Authors)

Results indicate that the sex difference in over-achievement is probably an artifact of the sex differences in major field choice. (Author)

Race does not surface as a significant predictor variable for white social or academic acceptance. (Author)

It was concluded that early academic performance has consequences in the social-emotional domain which perpetuate and generalize patterns of success for females and failure for males. (Author)

This study compared the causal attribution by sex for academic failures of 38 learning disabled and 38 nondisabled elementary school students. The relationship between different attributional tendencies and a reading persistence task were also examined. (BS)

Social adjustment of 46 children with and 199 children without learning disabilities (LDs) who were integrated full time in third grade team approach to mastery (TAM) classrooms were examined. Children with LDs, particularly boys, were well-integrated socially in TAM classes. The mixture of students may enhance acceptance of children with LDs.…

Among 1,453 male and 1,133 female academically talented 7- to 11-year-old students, boys performed better overall than girls on mathematical reasoning. Gender differences appeared as early as second grade, varying according to mathematics subskills. Male performance was better on tasks requiring application of algebraic rules and understanding of…

Teacher and peer perceptions of aggression were investigated with 479 male and 420 female third through eighth graders. Teachers and students' peers reported higher levels of aggression in boys than girls, and these perceptions were relatively stable across grades. Issues relevant to identification of highly aggressive youth were identified. (SLD)

Identified by a study of mathematically precocious youth, 107 academically accelerated gifted students were compared with 107 nonacademically accelerated gifted students. At age 23-25 years, the 2 subject groups exhibited few significant differences, and no evidence of harmful effects of academic acceleration were found. (SLD)

Third graders (94 girls and 100 boys) and junior high school students (143 girls and 136 boys) completed questionnaires about mathematics achievement-related beliefs. Girls rated their own abilities more negatively, had lower expectations, and were more likely to attribute failure to low ability compared to boys. (SLD)